Influence of secondary students’ socio-economic status on their achievement in mathematics: a case of Eldoret municipality, Kenya

Abstract

The main objective of the study was to determine influence of students’ socioeconomic status on achievement in Mathematics among secondary students in Eldoret Municipality among Form three (3) students. In order to achieve the objective of this study, causal-comparative study design and quantitative research methodology was adopted. The target population for this study comprised of form 3 secondary school students within Eldoret municipality. Simple random and purposive sampling techniques were used to select samples of 350 students drawn from 18 schools of the target population. The data for this study was collected from primary and secondary sources. The research instruments were questionnaires and interviews, personal observations and documentary analysis. The study was based on social learning theory postulated by Bandura (1977), which asserts the importance of learned behaviour in humans. Data was collected, organized and summarized using tables to describe the characteristics of the sample population. Data was analyzed using descriptive statistics, including frequencies and percentages. One way analysis of variance (ANOVA) was used to find out if there were significant differences in the mean responses. In particular, the researcher wished to analyze the variations between each of the two groups as well to test the research hypotheses. Chi-square test of independence was performed to test Significance of differences in female and male student’s achievement in mathematics across socio-economic status. The data from the research instruments were coded and analyzed using the statistical package for social sciences. Results indicated that the students in most of the schools were of middle to low socio-economic status. The students from high socio-economic status performed better than those from low socio-economic status. Male students from low socio-economic status performed better than those from high and middle socioeconomic status. Female students from high socio-economic status performed better than those from middle and low socio-economic status. The finding of the study further indicated that difference in achievement in mathematics between female students and male students across social economic status is not significant. It is recommended that schools should establish a comprehensive guidance and counselling programme to help cushion students who come from extremely low socio-economic status homes, helping them to accept the situation and focus on their studies. The government needs to increase Constituency Development Funds (CDF) allocations to schools so as to assist students who have school fees challenges to settle down at school. This will give students from low socio-economic status some hope of getting equal opportunity like their fellow students, despite their poor family background.